Observe. A first and very important step, in assisting a student, is to be familiar with the symptoms of distress. Pay close attention to direct communications, as well as implied or hidden feelings.

Initiate Contact. Don’t ignore strange, inappropriate or unusual behavior. Talk to the student in question privately, in a direct and matter-of-fact manner, indicating your observations and concerns. Early feedback, intervention, and/or referral can prevent more serious problems from developing.

Offer Support and Assistance. Your interest, attentive listening and concern may be pivotal in helping a troubled student. Avoid criticism or sounding judgmental. Summarize the essence of what the individual has told you as a way of clarifying the situation. Validate feelings while also encouraging positive action by helping the student to define the problems and generate coping strategies.

Consult with CAPS Clinical Staff. If you feel “in over your head,” it may be helpful to call CAPS and talk to a counseling professional about your concerns. The counselor can give you feedback regarding the best way to help the student, as well as suggestions for initiating a referral to CAPS or other appropriate resources.

Refer to CAPS. Know your limits as a helper: Only go so far as your expertise and resources allow. When a student needs more help than you are able or willing to give, a referral is appropriate. The following may be helpful in making an individual referral to CAPS:

1. Talk to the student about the services and procedures of Counseling & Psychological Services. An initial appointment can be made by email (CAPS@bates.edu), phone (207-786-6200) or in person (31 Frye Street) It is important to let the student know that services are confidential and are provided at no cost to Bates students.

2. It is important to provide the individual with a sense of control about his/her decision to follow your recommendation. In most cases, encouraging the student to initiate his/her own appointment with CAPS is preferred. Sometimes, however, offering the use of one’s phone or walking the student to CAPS may be beneficial.

3. In rare cases, a student might be in crisis or may demonstrate behavior that elicits concern about personal safety or ability to function (impaired judgment/rationality). In such cases, you are urged to make telephone contact with CAPS while the student is present and/or accompany the individual to CAPS during office hours. (If it is after 5:00 PM M-F or during the weekend, contact Campus Safety and/or call 207-786-6200 and press “0” at the prompt, to speak to a licensed crisis counselor).

4. It is important to follow up with a student after you have made a referral. This conveys your interest. You can also help reduce the stigma associated with counseling by not avoiding the topic, though such discussions should be held privately.

Trauma or Crisis in Relationships

• Recent significant loss or rejection
• Loss or illness of a family member or close friend
• Conflict with roommate, friend, or family
• Victim of assault or domestic abuse

Unusual Behavior or Marked Change in Behavior

• Depression or marked anxiety
• Listlessness or frequently falling asleep in class
• Disruptive or threatening behavior in classroom or residence
• Changes in appearance, including weight and hygiene
• Extreme mood changes or excessive, inappropriate display of emotion
• Sudden withdrawal from social contacts
• Insomnia or excessive sleep
• Hyperactivity, chronic irritability, or excessive anxiety
• Confusion, disorientation, or bizarre behavior (loss of touch with reality)

Problems with Academic Performance

• Poor performance/preparation (esp. if represents a change from prior functioning)
• Repeated requests for special accommodations
• Test or speech anxiety
• Confusion over low performance

Choice of Major or Career

• Indecision about interests, abilities, or values
• Lack of alternatives, especially when failing
• Poor performance in major

Harmful Statements or Behaviors

• Overt references to suicide or statements of helplessness or hopelessness
• Indications of persistent or prolonged unhappiness
• Extreme risk-taking behavior

Substance Abuse

• Evidence of excessive and/or increased use of alcohol or other drugs
• Impaired daily functioning secondary to use (e.g., not attending classes/work)

If a student approaches you to discuss a problem or concern, you obviously have already set the stage for good communication (otherwise, the student would not have approached you). Below are some general tips regarding effective listening. Depending upon the situation, added to this would be to make certain the physical environment or location is conducive to effective communication (e.g., in most cases, it would not be appropriate to engage in an emotional discussion within a classroom with several other students present).

Physical Attending Behaviors

• Facing other squarely.
• Good eye contact.
• ‘Open’ posture.
• Leaning toward the other.
• Remaining relatively relaxed.
• Your posture reflects or communicates your willingness to respond to the student.

Psychological Attending Behaviors

• Attend to nonverbal behaviors and cues (i.e., what is the student’s behavior and appearance telling you about his/her health, energy level, feeling state, etc?).
• Listen to verbal behavior (both what is said, and the tone in which it is stated; are these congruent?).
• Responding:

1.  Provide an open invitation to talk, showing concern and interest.

2.  Listen carefully.

3.  Use open questions and minimal encouragers.

4.  Avoid criticizing or sounding judgmental.

5.  Summarize or repeat back the essence of what the student has told you.

6.  Connect to resources as necessary (e.g., suggest the Counseling Center as a resource and discuss this with the student).

Know your Boundaries

• Know your limitations. If you feel “in over your head,” you probably are.
• Responsibility to student includes responsibility to refer when appropriate.
• Assist students in identifying and utilizing available resources. When individuals ‘own’ their decisions, they are much more likely to follow through with them.
• Regarding confidentiality: Do not agree to secrets you cannot keep. If students ask for your confidence, state you will treat what they say in a professional manner.
• Consult with colleagues, CAPS staff, and area professionals as appropriate.